International Portal of Teacher Education
The online resource of academic content on teacher training and teacher education
Section archive - Professional Development
Page 25/35
348 items
241
This study presents a model of Transformative Professional Development (TPD) for use in sustained, collaborative, professional development of teachers in urban middle school science. In this study, TPD was used to meet the needs of individual teachers and the collective needs of schools in reform efforts. The article focuses in the experiences of 8 teachers engaged in this process of professional growth, including their changes in practices and beliefs.
Published: 2009
Updated: Jun. 15, 2009
242
Mathematics is a natural part of daily life for young children as they explore the world around them. To begin establishing a mathematical foundation, early childhood educators must be knowledgeable about mathematical concepts. Furthermore, they must also be aware of the most developmentally appropriate ways in which to teach these concepts to young children. After participation in an ongoing professional development program, specifically targeting teachers of prekindergarten children in public school, teachers reported positive changes in math practices.
Published: 2009
Updated: Jun. 11, 2009
243
Teacher burnout is recognized as a serious problem. In research it has been related to many person-specific variables; one of these, the variable of existential fulfilment, has received very little attention thus far. The present study focuses on the relationship between existential fulfilment and burnout among 504 secondary school teachers in the Netherlands. The inquiry demonstrated the importance of existential fulfilment for the prevalence and prevention of burnout among teachers.
Published: 2009
Updated: Jun. 10, 2009
244
This paper examines the commitment of Hong Kong teachers in the decade after the political transition in 1997, when large-scale education reforms were launched. The life history method was employed to explore teachers’ self-appraisal of their commitment levels in their career course and factors contributing to such trends.
Published: 2009
Updated: Jun. 10, 2009
245
The purpose of this study was to examine the impact of participation in a research mentorship team (RMT) on early childhood teachers' professional identities. The participants were 7 early childhood teachers engaged in preservice teacher supervision at a university-affiliated child care center. These teachers volunteered to be members of the RMT facilitated by two teacher educators. The teachers' perspectives regarding the benefits and the challenges they faced in the RMT were explored.
Published: 2009
Updated: Jun. 10, 2009
246
By implementing a system of common formative assessments, the teachers at an American urban elementary school improved student achievement. Furthermore, using this system, the teachers facilitated their own professional development.
Published: 2009
Updated: Jun. 08, 2009
247
The study analyzed a conversation among a group of teachers responsible for teaching the statistical concepts of mean, median, and mode. After reading an article describing some specific student difficulties in learning the concepts, teachers were asked to discuss how the teaching of the concepts could be improved.
Published: 2009
Updated: Jun. 08, 2009
248
In Australia and internationally, government policies aim to increase the supply of early childhood teachers and thus improve the quality of early childhood education and care services. In this article, the authors suggest that such a policy-quality trajectory in Australia is not as straightforward as policy discourses suggest.
Published: 2009
Updated: Jun. 03, 2009
249
The article reports on a study that examined whether district continued professional development (CPD) sufficiently prepared teachers for their classroom practice. Analysis of CPD models used with primary-school natural science teachers in a district in the Eastern Cape Province in South Africa was conducted. Findings indicated that the district CPD models used with the teachers created several challenges that negatively impacted on the success of the new curriculum reforms.
Published: 2009
Updated: Jun. 02, 2009
250
The author suggests to apply recent research knowledge to improve the conceptualization, measures, and methodology for studying the effects of teachers’ professional development on teachers and students. She makes the case that there is a research consensus to support the use of a set of core features and a common conceptual framework in professional development impact studies.
Published: 2009
Updated: Jun. 02, 2009